Evaluation of electronic SOAP note grading and feedback

• Published in: Currents in pharmacy teaching and learning 2014-07, Vol.6 (4), p.516-526
• Main Authors: Barnett, Susanne G., Gallimore, Casey, Kopacek, Karen J., Porter, Andrea L.
• Format: Article
• Language: English
• Subjects: Documentation; Grading consistency; Rubric; SOAP note
• ISSN: 1877-1297; 1877-1300
• DOI: 10.1016/j.cptl.2014.04.010

To evaluate student and instructor attitudes regarding consistency of SOAP note grading and feedback following changes to SOAP note submission and grading in a Pharmacotherapy Laboratory series. Modifications included the transition from paper to electronic SOAP note submission and feedback. Case-specific rubrics were developed and utilized. Second- and third-year Doctor of Pharmacy (DPH) students and 52 instructors were invited to participate in an electronic survey. Survey questions used a 10-point scale (1 = strongly disagree, 5 = neutral, and 10 = strongly agree). Between-group assessments were performed using paired and unpaired t-tests. A total of 36 DPH-2 and 54 DPH-3 students completed the survey. Perceived grading consistency improved between the 2009–2010 academic year and the fall 2010 semester among DPH-3 students [mean (SD)] [3.07 (2.04), 6.94 (2.04), respectively, p < 0.0001]. Perceived quantity of positive and constructive feedback mean scores for DPH-2 students following grading and feedback changes were 7.56 (1.59) and 7.64 (1.64), respectively, and for DPH-3 students were 6.76 (2.52) and 7.83 (1.84). Both DPH-2 and DPH-3 student groups agreed that the feedback provided assisted in improving future SOAP notes. Instructor responses from the 2009–2010 academic year (n = 9) and the Fall 2010 semester (n = 17) were compared. Perceived inter- (p = 0.03) and intra-individual (p = 0.03) grading consistency improved between time periods. There was no difference between the two groups in perceived ability to provide sufficient positive (p = 0.85) and constructive (p = 0.53) feedback following implemented changes to SOAP note grading and feedback. Revised grading and feedback methods, including the use of case-specific rubrics, allowed for improvements in student- and instructor-perceived grading consistency and enhanced student-perceived feedback.